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<p style="text-align: justify;">As language teacher well-being research has grown in popularity in the past decade, different models of conceptualisation and measurement have emerged, with PERMA being one of the most widely cited in the literature. However, its validity and suitability for the Chinese school context remain unclear. This study aims to validate and extend PERMA by contextualising it among high school English teachers in China. Data were collected from 408 teachers through an online questionnaire that included demographic information, the PERMA Profiler, and an open question. Confirmatory factor analysis was conducted to examine the cross-cultural validity and reliability of PERMA, and thematic analysis was used to identify new elements in well-being conceptualisation. The findings revealed complex results of the cross-cultural validity of PERMA. Answers to the open question extended the original conceptualisation of PERMA and revealed three new well-being concepts: low-arousal emotions, security and mindfulness. Implications for enhancing the use of PERMA among language teachers and for improving language teacher well-being are discussed.</p>

ltrq.2025.48.10.pdf

Original Research 

ltrq.2025.48.10.xml

Contextualising High School English Teachers’ Well-Being in China: Validating and Extending PERMA in the Chinese School Context

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Peter D. MacIntyre’s Contributions to Psychology of Language and Communication and Second Language Research Methodology